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Technological Infrastructure and Use of ICT in Education in Africa: an overview 83 Box 2: IRI in Zambia In Zambia, IRI provides access to education for children who do not have schools and teachers, and who are increasingly exposed to the impacts of HIV/AIDS and poverty. Through IRI, basic education is being delivered to out-of-school children, in particular orphans and other vulnerable children. The programme is the result of collaboration between communities, churches, non-governmental organizations (NGOs), the Ministry of Education’s Educational Broadcast Services (EBS), the Peace Corps, and the Education Development Center. The radio programmes are developed and broadcast by EBS, which also develops supplementary materials such as mentor’s guides. The Ministry of Education is responsible for training mentors, as well as for supervision/monitoring at participating learning centres. The learning centre venues, mentor(s) to facilitate the radio broadcasts, radio receivers, a blackboard, and locally made materials, are provided by communities, churches, schools (both government and community), and NGOs. Communities also encourage out-of-school children to attend the learning centres. The EDC has provided training to EBS writers and producers, and has helped EBS to develop a training of trainers course for Ministry of Education resource centre staff who then train mentors to run the community-based lear ning centres. During 2000 and 2001, EBS produced and broadcast 30-minute lessons for grade one on a daily basis. These lessons followed the Zambian curriculum for mathematics and English and the learners were guided in the process by a facilitator. Lessons are currently being developed for grades two and three. Each IRI programme also incorporates skills in English as a second language, basic mathematical skills, and a five-minute section on life skill themes (hygiene, nutrition, social values, etc.) in an attempt to strengthen the ability of the community to support its children. Early evaluations suggest the programmes are having positive effects on learning. Source: Bosch, Rhodes, & Kariuki. (2002) 9. ICT in Primary and Secondary Education
84 Working Group on Distance Education and Open Learning Box 3: Educational television in Côte d’Ivoire One of sub-Saharan Africa’s most ambitious educational television experiments took place in Côte d’Ivoire. A key issue in the education system in the region was inequalities between urban and rural education. It was anticipated that television would provide a cost-effective means to address this issue, as well as contributing to improved teaching quality overall. Although not thoroughly evaluated, reports suggest that more television students reached grade six than in conventional schools, repetition rates were reduced from 30 to 10%, and students’ spoken French improved. However, in 1981 the project was discontinued due to several problems. One issue was that stakeholders were not adequately consulted at the start of the project, which resulted in resistance from teachers’ unions and influential parent groups. Further, local capacity was not developed due to over-reliance on expatriate technical support. Insufficient cost planning and an ambitious time frame were also issues, both of which resulted in cost overruns (Ba, 1999). In fact, these issues are those that are often prevalent in radio interventions, but due to the higher cost implications of television, the initiative was not sustainable. Source: Murphy, et al. (2002) 9. ICT in Primary and Secondary Education Radio and television programming for education needs to take into consideration recording and broadcasting issues, which will differ across African nations and will be easier to resolve in some countries than in others. A rise in satellites or transmission facilities is increasing the number of broadcasting opportunities in some countries. For example, national broadcasting authorities can at present buy broadcast slots on satellites such as the Worldspace AfricaStarTM satellite. This satellite covers all of Africa with digital radio signals and, in addition to providing AM and FM radio time, also sells airtime commercially for shortwave transmissions that are broadcast from a number of places outside of Africa. A final key consideration is that educational interventions that use radio and television need favourable governmental policies to regulate broadcasting (Murphy, et al., 2002).
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